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This study aims to explore preservice school librarians’ ability to develop and deliver integrated library lessons under remote teaching and learning conditions. This study will help school library educators identify the preparation required in coursework to effectively implement blended learning practices as well as identify perceived barriers and opportunities for implementing effective remote school library practice.

A participatory action research approach was used to explore online teaching strategies in coursework then implement them in K-12 practice.

The findings include six criteria selected, developed lessons and the analyzed reflections of the preservice candidates. These discussed findings identify trends in developed online inquiry lessons and suggest considerations for school library educators when scaffolding instruction in preparation coursework. Future planning also explores considerations of access and technology instruction prior to practice.

The COVID-19 crisis presented a unique challenge ideal for exploration by an educator and candidates in a school librarian preparation program. Using a revised assignment to facilitate a deliberate, authentic experience designed to blend theory and practice (Grossman, 2011), the evidence presented in the sample lessons and participant reflections documents that candidates are able to develop online learning and articulate the American Association of School Librarians Learner Competencies through work samples. According to this brief exploration, this preparation program was able to adapt the requirements of the assignment and prepare candidates to develop quality instructional lessons when online teaching pedagogy was embedded along with scaffolded instruction on collaborative teaching and instructional design. The limitation to this study is that the COVID crisis was accepted as the problem in the participatory action research model.

When provided instruction on embedded librarianship models and pedagogy practices of online instruction and scaffolded instruction, school library candidates successfully integrated online K-12 instruction. These instructional supports provided the integration of theory and practice necessary for effective preparation. Additional challenges remain to include considerations of access and student motivation which should be addressed in preparation coursework.

Never before have we seen all schools closed and instruction moved online without warning. School library preparation programs must look anew at how well they are preparing school librarians for practice across a variety of circumstances. This study looks at the preparation for online instruction K-12 schools were faced with in Spring 2020.

Many K-12 teachers teach difficult topics as part of their curricula, and discussions of difficult topics are common across grade levels and content areas. As teachers increasingly engage with difficult topics in their classrooms, the need for high-quality professional learning experiences has also grown. In response, the purpose of this article is to introduce an emerging partnership between the Holocaust, Genocide and Human Rights Education Initiative at Penn State and the Red Lion Area School District (Red Lion, Pennsylvania), conceptualized from the outset with an explicit focus on intentionally engaging in collaborative, inquiry-based professional learning surrounding difficult topics in formalized curricula and within educational practice.

The article briefly describes how the partners came together, then provides a high-level overview of how they approached their first year of collaboration. Next, the partners’ adaptation of inquiry-based professional learning is outlined. The article concludes by discussing lessons learned from the first year of partnering and implications for scholarship in the areas of school-university partnerships, inquiry-based professional learning, and difficult topics.

The article observes that it took educators participating in a difficult-topics inquiry community an entire year to begin shifting ownership of inquiry to K-12 students. It illustrates how school-university partnerships can be used to support difficult-topics inquiry and raises new questions about the role of difficult topics in partnership work.

The article contributes an original example to the literature that demonstrates how inquiry-based professional learning focused on difficult topics can provide a powerful basis for forming a school-university partnership.

Evidence-based practices have been shown to meaningfully improve learner outcomes by bodies of high-quality research studies and should therefore be prioritized for use in schools, especially with struggling learners such as students with learning disabilities. Although many resources are available on the internet with information about evidence-based practices, the magnitude and technical nature of the websites are often overwhelming to practitioners and are therefore not frequently used as part of the instructional decision-making process. In this chapter, we aim to provide a “one stop shopping experience” for readers interested in evidence-based practices for students with learning disabilities by reviewing five relevant website. Specifically, for each website we review (a) the procedures used to classify the evidence-based status of practices, (b) the classification scheme used to indicate the level of research support for practices, and (c) the practices reviewed for students with learning disabilities and their evidence-based classification. We conclude with a discussion of issues related to interpreting and applying information on evidence-based practices from these websites.

The purpose of this paper is to investigate the decision of former traditional K‐12 teachers in the USA who chose a new career path in academic libraries. It focuses on their successes and challenges in higher education settings.

This study uses a qualitative‐methods approach which includes a brief questionnaire.

Findings indicate that former K‐12 teachers leave their traditional teaching professions due to bureaucracy but because they enjoy teaching, they seek other opportunities in education. The research also reveals that many of the participants continue to use their K‐12 training in their current instruction positions as academic librarians.

Future research on this topic should look into more proactive ways of recruiting K‐12 teachers into positions of information literacy instructor in academic libraries.

Those responsible for hiring information literacy instruction librarians will learn the benefits of hiring former K‐12 teachers. The paper will also help encourage academic library leaders to help fund more training opportunities for information literacy librarians.

All around the USA, academic libraries are fostering opportunities for their students to become information literate in the hopes of helping students succeed in college‐level research. As more former K‐12 teachers are hired in higher education academic instruction librarian positions, it could help students make a smoother transition from high school to college‐level researchers.

This research shows that former K‐12 teachers could be a valuable asset to higher education academic libraries.

Digital video is regularly used to supplement instruction in K-12 education. However, more research is needed on how teachers interactively search for video to support their instructional tasks and activities. The purpose of the study is to better understand teachers’ perceptions of their video searches which can help facilitate video needs and interactions with digital tools.

Based on an existing image search model, variables were constructed and adapted to reflect the experiences of an interactive video search in an educational context or setting. A survey was then implemented and presented to K-12 teachers to gather perceptions about video searches. Statistical tests were used to examine certain variables that were categorized according to video needs, search tools and video surrogates or representations. The tests included descriptive tests and mean comparisons of variables within the categories to better understand priority among the criteria of teachers when interactively searching for video.

Results produced various statistical differences between variables within each of the categories of video needs, search tools and video surrogates or representations; as a result, certain priorities among the criteria of a video search emerged.

Online resources, particularly digital video, are likely to keep growing in importance for instruction and learning in K-12 settings. This study provides an important step to understanding different aspects of teachers’ criteria and perspectives of the video search process which will help better facilitate fulfillment of information needs.

This paper aims to present recently published resources on library instruction and information literacy, providing an introductory overview and a selected annotated bibliography of publications covering various library types, study populations and research contexts.

This paper introduces and annotates English-language periodical articles, monographs, dissertations, reports and other materials on library instruction and information literacy published in 2019.

The paper provides a brief description of all 370 sources and highlights sources that contain unique or significant scholarly contributions.

The information may be used by librarians, researchers and anyone interested as a quick and comprehensive reference to literature on library instruction and information literacy.

Ideally, information literacy instruction is sequenced throughout students’ academic careers, reinforcing and building on earlier instruction. The purpose of this exploratory study is to identify structural problems that potentially impact student learning. This research surveyed school librarians and academic instruction librarians along the K-20 pipeline to capture information about their instruction programs, their pedagogical approaches and their perceptions on student information literacy skills at points of transition.

The study uses a 58-item survey instrument to capture the perceptions on elements of information literacy instruction from school librarians and academic instruction librarians in the state of Utah. The exploratory survey generated 255 eligible responses.

The study identifies several areas where the information literacy pipeline has challenges: staffing, scheduling, curriculum integration, teacher collaboration and student assessment. Suggestions for improvement include providing educational support for paraprofessionals, facilitating cross-institutional collaboration and creating a scope and sequence document that spans the entire educational spectrum paired with specifically teaching for transfer.

The study was limited to surveying the perceptions of library employees who teach students information literacy as part of a school or university. Study findings imply that better support for information literacy learners requires increased collaboration across the pipeline.

Information literacy education is often siloed – in the way it is taught, studied and discussed. This research is unique in that it explores the information literacy pipeline as a whole, as each level of instruction is related to the next and studying a single section might obscure larger issues.

This paper aims to present recently published resources on library instruction and information literacy providing an introductory overview and a selected annotated bibliography of publications covering all library types.

This paper introduces and annotates English-language periodical articles, monographs, dissertations, reports and other materials on library instruction and information literacy published in 2018.

The paper provides a brief description of all 422 sources, and highlights sources that contain unique or significant scholarly contributions.

The information may be used by librarians and anyone interested as a quick reference to literature on library instruction and information literacy.

The purpose of this paper is to provide a selected bibliography of recent resources on library instruction and information literacy.

Introduces and annotates English-language periodical articles, monographs and other materials on library instruction and information literacy published in 2013.

Provides information about each source, discusses the characteristics of current scholarship and describes sources that contain unique scholarly contributions and quality reproductions.

The information may be used by librarians and interested parties as a quick reference to literature on library instruction and information literacy.

This paper presents recently published resources on library instruction and information literacy. It provides an introductory overview and a selected annotated bibliography of publications covering various library types, study populations and research contexts. The selected bibliography is useful to efficiently keep up with trends in library instruction for busy practitioners, library science students and those wishing to learn about information literacy in other contexts.

This article annotates 424 English-language periodical articles, monographs, dissertations, theses and reports on library instruction and information literacy published in 2021. The sources were selected from the EBSCO platform for Library, Information Science, and Technology Abstracts (LISTA), Education Resources Information Center (ERIC), Scopus, ProQuest Dissertations and Theses, and WorldCat, published in 2021 that included the terms “information literacy,” “library instruction,” or “information fluency” in the title, abstract or keywords. The sources were organized in Zotero. Annotations summarize the source, focusing on the findings or implications. Each source was categorized into one of seven pre-determined categories: K-12 Education, Children and Adolescents; Academic and Professional Programs; Everyday Life, Community, and the Workplace; Libraries and Health Information Literacy; Multiple Library Types; and Other Information Literacy Research and Theory.

The paper provides a brief description of 424 sources and highlights sources that contain unique or significant scholarly contributions.

The information may be used by librarians, researchers and anyone interested as a quick and comprehensive reference to literature on library instruction and information literacy within 2021.